School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape

Jackson, Alison ORCID: https://orcid.org/0000-0003-2631-4430 and Burch, James (2015) School Direct, a policy for initial teacher training in England: plotting a principled pedagogical path through a changing landscape. Professional Development in Education for International Professional Development Association, 42 (4). pp. 511-526.

Preview

PDF - Accepted Version Available under License CC BY Download (173kB) | Preview

Abstract

This paper explores the role of teacher educators in schools and universities in England and the changes that have arisen within the field of Initial Teacher Training (ITT) as a result of the Coalition government’s (2010 onwards) School Direct initiative. The discussion which follows and the conclusions suggested are live, current and of pivotal interest to all universities with ITT programmes, as well as all schools involved in the delivery of ITT, and all parties with a policy interest in the supply of effective teacher education. After setting the context, the discussion starts with a critical examination of ITT policy in England over the course of the last 20 years. We then consider troubling binaries inherent in teacher education and go on to explore insights from research: the importance of beliefs; the problem of enactment; the theory/practice divide. These are then used to craft the enabling constraints for third-space activity designed to set in motion a hybridisation process from which a new breed of teacher educator could emerge. We suggest that university and school colleagues working together in collaborative partnership can provide a principled pedagogical path through a changing landscape of education policy.

Item Type:	Article
Journal / Publication Title:	Professional Development in Education for International Professional Development Association
Publisher:	Taylor & Francis (Routledge)
ISSN:	1941-5265
Departments:	Academic Departments > Institute of Education (IOE) > Non-Initial Teacher Education (Non-ITE)
Depositing User:	Alison Jackson
Date Deposited:	11 Jul 2016 09:02
Last Modified:	12 Jan 2024 14:17
URI:	https://insight.cumbria.ac.uk/id/eprint/2365

Downloads